Science Workbook 2nd

1
DepEd
Batong Dalig Elementary School
K to 12 Curriculum
Science 4
Workbook
Second Grading
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Lesson 14: Bones and Muscles

COMPETENCY:
K TO 12 Basic Education Curriculum
Content Standard: The learners demonstrate understanding of how the major
internal organs such as the brain, heart, lungs, liver, stomach, intestines,
kidneys, bones and muscles keep the body healthy.
Performance Standard:
A. Describe the functions of the bones and muscles

B. Identify common bone injuries and diseases
C. Demonstrate first aid measures for common bone injuries and diseases
FOCUSED SKILLS:
Describe the functions of the bones and muscles
Identify common diseases and injuries
LESSON GUIDE
The skeletal system is made up of all the bones in the body. It is also called the
framework of the body. Its function is to protect the different internal organs
and help our body move together with the muscles.
Skull- protects the brain
Eye socket- protects the eyes
Backbones/ spine/ spinal column- protect the
spinal cord
Rib cage- protects the heart and lungs
Pelvic bones/pelvis- protect the internal
organs and support our body when we sit. It
is the largest bone in the body.
Joint- it is the place where two bones meet; it
allows movement; movement originate from
here
Human Skull
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00863345893
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Muscles- it forms the fleshy parts of our body. They enable

movement, give shape and form to our body and protect
delicate organs. Muscles are voluntary and involuntary.
Voluntary muscles- they are muscles that you can control
Involuntary muscles- they are muscles that you cannot
control
Injury- it is any harm or damage; an act or event that causes
someone or something to no longer be fully healthy or in
good condition
Human ribcage
Disease- an illness that affects a person, animal, or plant; a condition that
prevents the body or mind form working normally
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TMG&gct=bar&ctype=pictures&apn_uid=FE9696F8-3B25-4C5D-BB85-
Common Bone and Muscle Injures

Fracture- a break in the bone
Dislocation- it occurs when a bone in the joint is displaced or has moved out of
its proper location
Sprain- an injury to a ligament caused by excessive stretching
Cramp- a strong muscular contraction that can be very painful
Bruise- the muscle becomes black or blue due to blood clot when you get hit or
you bumped into something
Bone Diseases
Osteoporosis- a common disorder caused by the thinning and weakening of

bones usually experience by elderly people. The bones become brittle and
weak.
Arthritis- a common joint disorder characterized by inflammation of the fingers
and joints in the body.
Rickets- a bone condition caused by a deficiency of vitamin D usually observed
in children. Persons with rickets have very weal bones causing bone
deformation.
Polio- it is an acute infection caused by virus that attacks the nerve cells of the
brain and spinal cord resulting to paralysis.
First Aid Treatment for Bone Injuries
First aid- an activity done before a professional medical help arrives to alleviate
pain and prevent further injury
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Fracture:
1. Let the injured person sit or lie down
2. Apply cold compress to the injured part
3. Wrap bandage around the affected area.
Dislocation:
1. Let the person sit or lie down to avoid further injury.
2. Do not try to pull or massage the affected area.
3. Apply cold compress.
4. Seek medical attention immediately.
Sprain:
1. Let the person sit or lie down
2. Apply cold compress to the sprain.
3. It the wrist or elbow is injured, place it in a sling.
4. Apply an elastic
PUPIL’S ACTIVITY
Exercise 1
Direction: Rearrange the following words and find out what they are.
1. SULLK - ___________________________
2. CEPLVI - ___________________________
3. OJITN - ___________________________
4. EPINS - ___________________________
5. CELMUS - ___________________________
6. ALNVOUTRY - ___________________________
7. BRI - ___________________________
8. ABBCEKON - ___________________________
9. TILNVONURYA - ___________________________
Exercise 2
Direction: Whose function is this? Choose the answer below.
pelvis skull muscles eye socket joints rib cage
thigh bone backbone
_______________________________1. It protects the internal organs and support

our body when we sit.
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_______________________________2. It protect the spinal cord.

_______________________________3. It protects the eyes.
_______________________________4. It protects the heart and lungs.
_______________________________5. It protects the brain.
_______________________________6. It allows movement of bones.
_______________________________7. It pulls bones.
Exercise 3
Direction: Which bones are voluntary? Which are involuntary? Check the
column of your answer.
Body Parts Voluntary Involuntary
1. arms
2. legs
3. eyelids
4. heart
5. lungs
6. stomach
7. fingers
8. esophagus
9. diaphragm
10. facial muscle
Exercise 4
Direction: Identify what is being described below.
_________________________1. It protects the brain
_________________________2. It protect the spinal cord
_________________________3. It protect the internal organs and support our body
when we sit. It is the largest bone in the body.
_________________________4. It forms the fleshy parts of our body. They enable
movement, give shape and form to our body and protect delicate organs.
Muscles are voluntary and involuntary.
_________________________5. They are muscles that you cannot control
_________________________6. An illness that affects a person, animal, or plant; a
condition that prevents the body or mind form working normally
_________________________7. It occurs when a bone in the joint is displaced or
has moved out of its proper location
_________________________8. Strong muscular contraction that can be very
painful
_________________________9. Common disorder caused by the thinning and
weakening of bones usually experience by elderly people. The bones become
brittle and weak.
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________________________10.Bone condition caused by a deficiency of vitamin D

usually observed in children. Persons with rickets have very weal bones
causing bone deformation.
Exercise 5
Direction: Match the description to the bone diseases and injuries by drawing a
line.
Column A Column B
1. Fracture A. The muscle becomes black or
blue due to blood clot when
you get hit or you bumped into
something
2. Dislocation B. It is an acute infection caused
by virus that attacks the nerve
cells of the brain and spinal
cord resulting to paralysis.
3. Sprain C. A common disorder caused by
the thinning and weakening of
bones usually experience by
elderly people. The bones
become brittle and weak.
4. Cramp D. A bone condition caused by a
deficiency of vitamin D usually
observed in children. Persons
with rickets have very weal
bones causing bone
deformation
5. Bruise E. A break in the bone
6. Osteoporosis F. A strong muscular contraction
that can be very painful
7. Arthritis G. It occurs when a bone in the
joint is displaced or has moved
out of its proper location
8. Rickets H. A common joint disorder
characterized by inflammation
of the fingers and joints in the
body.
9. Polio I. An injury to a ligament caused
by excessive stretching
Exercise 6
Direction: Write true if the statement is correct and false if the statement is
wrong.
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________________________1. Muscle is where two bones meet.

________________________2. The joint is the origin of movement.
________________________3. Voluntary muscles can be controlled.
________________________4. Involuntary muscles can be controlled.
________________________5. A disease is a damage that prevents someone to
move properly
________________________6. Arthritis is common to young children.
________________________7. Apply cold compress to fracture.
________________________8. Apply cold compress to a dislocated arm.
________________________9. A cramp is caused by a sudden movement of
muscles.
________________________10. Muscles are the framework of the body.
Lesson 15: Stomach and Intestines

COMPETENCY:
A. Explain the function of stomach and intestines in digestion

B. Identify the most common problems and treatment of the stomach and
the intestines
FOCUSED SKILLS:
Explain the function of stomach and intestines in digestion
Identify the most common problems and treatment of the stomach and
the intestines
LESSON GUIDE
Digestion- the process by which food is broken down into nutrients; it takes
place as soon as we start to chew our food; Digestion starts in the mouth and
ends in the small intestine where absorption takes place. Undigested food is
stored in the large intestine and is removed from the body during defecation.
Digestion is both mechanical and chemical.
Mechanical digestion- the breaking of food into smaller pieces
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Chemical digestion- the mixing of food particles with different enzymes and
digestive juices
Saliva- a substance produced by the salivary

glands that mixes with food to soften the food
and kills bacteria and break down starches
into sugar. So, digestion starts in the mouth.
Small intestine-a long coiled tube about 2.5
cm wide and 7 m long
Common Ailments Related to Digestion

Ulcer/hyperacidity- caused by not eating on
time, too much intake of acidic drinks and
food
Diarrhea- frequent moving of the bowel and
watery stool
Constipation-difficulty in eliminating dray and
hard stool or feces
Appendicitis- inflammation of the appendix cause by irritation from undigested
food that may block it
Indigestion-caused by too much or rapid eating or drinking
Gastroenteritis- caused by bacterial infection from taking contaminated food
and water
Healthy habits to Avoid Common Problems Related to Digestion

1. Always wash hands with soap and water before eating, and after using
the toiled.
2. Always eat on time.
3. Eat plenty of food rich in fiber such as fruits and vegetables.
4. Exercise daily and drink plenty of water.
PUPIL’S ACTIVITY
Exercise 1
Direction: Complete the statement below. The scrambled words will serve as
your clue. Then rewrite the sentence on the space provided.
1. What is digestion?
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Digestion is the ABEGRIKN down of ODFO into AELLMRS

pieces.
Write your answer here:
______________________________________________________________________________
______________________________________________________________________________
2. What are the two kinds of digestion?

Digestion can be both AACCEMHNIL and ACCEHMIL.
Write your answer here:
______________________________________________________________________________
______________________________________________________________________________
Exercise 2
Direction: Find the common ailments related to digestion below.
U D I A R R H E A A E A
L V B E H K N Q U B F B
C O N S T I P A T I O N
E D C F I L O R V C G C
R A D G J M P S W D A D
S I T I C I D N E P P A
I N D I G E S T I O N E
H Y P E R A C I D T Y F
Exercise 3
Direction: What ailment is described below?
_________________________1. Frequent moving of the bowel and watery stool.
_________________________2. Difficulty in eliminating dry and hard stool or
feces.
_________________________3. Caused by too much or rapid eating or drinking.
_________________________4. Caused by bacterial infection from taking
contaminated food and water.
_________________________5. Inflammation of the appendix cause by irritation
from undigested food that may block it.
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Exercise 4
Direction: Identify the main parts of the digestive system.
Across: 1. Digestion ends here
1. A J-shaped organ
Down: 2. Digestion starts here
3. It stores undigested food
4. It connects the mouth and the stomach
2. 3. 4.
1.
5.
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Exercise 5
Direction: Place a in the box if you think the statement is right and X if
the statement is wrong.
Always wash hands with soap and water before eating, and after using
the toiled.
Always eat late.
Eat plenty of food rich in fiber such as meat.
Exercise yearly and drink plenty of juice.
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Self-Assessment
Score: _________/15
A. Identification: Identify what is being described in each sentence.
_______________________________1. It allows movement of bones.
_______________________________2. It pulls bones.
_______________________________3. Frequent moving of the bowel and watery
stool
_______________________________4. Difficulty in eliminating dry and hard stool or
feces
_______________________________5. An illness that affects a person, animal, or
plant; a condition that prevents the body or mind form working normally
_______________________________6. Bone condition caused by a deficiency of
vitamin D usually observed in children.
_______________________________7. Muscle is where two bones meet.
_______________________________8. It forms the fleshy parts of our body
B. Tell whether the following are voluntary or involuntary muscles.

______________________________9. Arms
______________________________10. Cardiac muscle
C. Enumeration: Write the parts of the digestive system in correct order.
11._________________________________________
12._________________________________________
13. ________________________________________
14. ________________________________________
15. ________________________________________
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Lesson 16: Kidneys

COMPETENCY:
A. Describe the structure and function of the kidneys

B. Identify common kidney disorders and diseases and their treatments
FOCUSED SKILLS:
Structure, function of the kidney
LESSON GUIDE
The urinary system is composed of the kidney. Its main function is to remove
liquid water from the blood in the form of urine. They also keep a stable
balance of salt and other substances in the blood and produce a hormone that
aids in the formation of blood cells.
The kidney is a bean-shaped paired organ which are about four to five inches
long and two to three inches wide. The right kidney is lower because of the
presence of the liver. It removes urea from the blood through tiny filters called
nephrons. It filters salts, water and nitrogenous waste.
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The parts of a Kidney

1. Renal pelvis 5. Cortex
2. Renal artery 6. Medulla
3. Renal vein 7. Pyramids
4. Ureter 8. Fibrous capsule
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PUPIL’S ACTIVITY
Exercise 1
Direction: What are the different parts of the kidney?
1. P________________________
2. F________________________ c________________
3. R________________________ v________________
4. M_______________________
5. C_______________________
6. U_______________________
7. R_______________________ p_________________
8. R_______________________ a_________________
Exercise 2
Direction: Decode the message.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
A B C D E F G H I J K L M N O
16 17 18 19 20 21 22 23 24 25 26
P Q R S T U V W X Y Z
1.
20 8 5 11 9 4 14 5 25 18 5 13 15 22 5 19
23 1 19 20 5 6 18 15 13 20 8 5 2 15 4 25
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Message:
______________________________________________________________________________
______________________________________________________________________________
2.
20 8 5 21 18 9 14 1 18 25 19 25 19 20 5 13
11 5 5 16 19 1 19 20 1 2 12 5
2 1 12 1 14 3 5 19 1 12 20 9 14
20 8 5 2 12 15 15 4
Message:
______________________________________________________________________________
______________________________________________________________________________
3.
20 8 5 6 9 12 20 5 18 9 14 7 14 9 20
9 19 3 1 12 12 5 4 14 5 16 8 18 15 14 19
Message:
______________________________________________________________________________
______________________________________________________________________________
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Lesson 17: Heart and Lungs

COMPETENCY:
A. Explain how the heart and lungs to make the body function properly
B. Enumerate heart and lung ailments and their treatment
FOCUSED SKILLS:
Structure, function, and ailments of the heart and lungs
LESSON GUIDE
The heart is a hollow muscular

organ located near the lungs and is protected by the rib cage. Its size is about
the size of your fist. It is made up of cardiac muscles which is an example of an
involuntary muscle. Its function is
to pump blood to the different parts of the body. The blood carries the oxygen
needed by the different parts of the body. If the heart will stop pumping, the
person will die.
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The lungs is located near the heart

and is protected by the rib cage. It filters the oxygen that enters the body to
ensure that that the heart receives clean oxygen. Carbon dioxide is a waste
material that is removed by the body through the lungs.
Common Lung Ailments

Asthma- at condition where a person experiences difficulty in breathing
Rhinitis- it is characterized by sneezing, nasal discharge and itchiness in the
nasal passage
Bronchitis- It is characterized by persistent coughing and sometimes fever
Pneumonia- it is an inflammation of the lungs. A person with pneumonia has a
cough that produces yellow-green phlegm
Cold- it is marked by sneezing, runny nose, coughing, sore throat and
sometimes fever and headache
Tuberculosis- it is an acute or chronic infectious disease of the lungs. It is
highly communicable
Lung cancer- it develops in response to prolonged exposure to irritants like
tobacco smoke
Treatment of Lung Ailments

1. Patients should stay home and rest. Separate him/her from
other members of the family.
2. Give the patient the prescribed medicine.
3. Keep the surroundings clean. Open the windows to allow fresh
air.
4. Feed the patient with nutritious food.
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5. If the patient has fever, give him/her a sponge bath. Change

his/her clothes regularly.
Heart Ailments
High-blood pressure/ hypertension- it is characterized by a
sudden rise of blood pressure
Anemia- it is characterized by the blood’s inability to produce
enough hemoglobin, the oxygen-carrying pigment of the red
blood cells or RBC
Leukemia- It occurs when there is an increase in WBC count
Heart attack- it occurs when blood clot or fat gets lodged in blood
vessels which blocks the passage of blood to the heart
Rheumatic fever- it is a complication of a throat infection
Treatment of Heart Ailments

1. Minimize your intake of salt/sodium and fatty food. Too much
salt may cause complications in other organs like the kidney.
2. Get enough rest and sleep.
3. Exercise regularly.
PUPIL’S ACTIVITY
Exercise 1
Direction: Fill-in the blanks with the correct word.
A. The heart is a hollow muscular 1. ________________________located near
the 2. ____________________ and is protected by the rib 3. _______________.
Its size is about the size of your 4. _____________________. It is made up of
5. _____________________________ muscles which is an example of an 6.
_______________________________ muscle. Its function is to pump 7.
________________________________ to the different parts of the body. The
blood carries the 8. _________________________ needed by the different
parts of the body. If the heart will stop pumping, the person will 9.
_______________________.
B. The lungs is located near the 1. ___________________ and is protected by

the 2. ________________________. It filters the 3. ____________________ that
enters the body to ensure that that the 4. _____________________ receives
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clean 5. ____________________________. 6. _________________________ is a

waste material that is removed by the body through the 7.
_____________________________.
Exercise 2
Direction: Find the common ailments of the lungs and heart. Then write them
below.
A E U K P N E U M O N I A H F
C S M O N I A S I O N B D L K
D E T G H L E U K H M U H Y A
H M U H Y P E R T E N S I O N
G I B N M U K E M A V B G D E
V A E Z V A U K E M F C V H M
F G R H I N I T I S C D F G I
C V C G R H I N V G E E C V A
E F U Y M O N I A U G F E F O
G H L E U K E M I A U G G C P
H C O L D S I A U M M H H E Q
J A S E U K H M X Z T I J L R
I C I D E T G H L E U J I M S
W D S H C O L T I S B K W N T
1. _________________________________ 5. ________________________________
2. _________________________________ 6. ________________________________
3. _________________________________ 7. ________________________________
4. _________________________________ 8. ________________________________
Exercise 3
Direction: Identify the ailments described below.
___________________________1. It develops in response to prolonged exposure to
irritants like tobacco smoke.
___________________________2. It is characterized by a sudden rise of
blood pressure.
_______________________3. It occurs when blood clot or fat gets
lodged in blood vessels which blocks the passage of blood to the
heart.
_______________________4. It is a complication of a throat infection.
___________________________5. It is marked by sneezing, runny nose, coughing,
sore throat and sometimes fever and headache.
___________________________6. It is a condition where a person experiences
difficulty in breathing.
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_______________________7. It is characterized by the blood’s inability

to produce enough hemoglobin, the oxygen-carrying pigment of the
red blood cells or RBC.
_____________________8. It occurs when there is an increase in WBC
count.
_________________________9. It is characterized by persistent coughing and
sometimes fever.
_________________________10. It is an inflammation of the lungs.
Exercise 4
Direction: Draw a if the statement is correct and if the statement
is wrong.
_____________1. Patients with cold should stay out and play.
_____________2. Give the patient any kind of medicine.
_____________3. Keep the surroundings clean.
_____________4. Feed the patient with nutritious food.
_____________5. If the patient has fever, give him/her a cold bath.
_____________6. Too much salt may cause complications in other
organs like the nose.
_____________7. Get enough rest and sleep.
_____________8. Exercise regularly.
_____________9. Open the windows to allow fresh air.
_____________10. Good habits can help prevent the occurrence of
heart problems.
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Lesson 18: Brain

COMPETENCY:
A. Identify the different function of the brain and how it works
B. Identify the common causes of illnesses of the brain and their treatment
FOCUSED SKILLS:
Parts and function of the brain.
LESSON GUIDE
The human brain is a highly complex organ found in the head and is protected
by the skull and a soft tissue called meninges. It weighs 1.5 kg and contains
billions of neurons. Its main function is to process information and receive and
send instructions to the different parts of the body.
Functions:
1. It controls the voluntary activities of the body like thinking, solving
problems, and memorizing details and decision making.
2. It controls the muscle movement of our body like walking and writing.
3. It coordinates muscular actions.
4. It is responsible for man’s ability to learn habits and develop skills.
5. It helps maintain a person’s sense of balance.
6. It controls the involuntary muscles of the body and coordinates functions
like beating of the heart and breathing.
Parts of the Brain

1. Frontal lobe 6. Central sulcus
2. Olfactory 7. Primary somatosensory cortex
3. Primary motor cortex 8. Pariental lobe
4. Temporal lobe 9. Occipital lobe
5. Cerebellum
Exercise 1
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Direction: Which statement is true about the brain? Write true if the statement
is correct and false if the statement is incorrect.
____________________1. It pumps blood to the different parts of the body.
____________________2. It is the framework of the body.
____________________3. It processes information.
____________________4. It removes wastes from our body.
____________________5. It receives information from the different parts of the
body.
____________________6. It protects the heart and lungs.
____________________7. It is where digestion begins.
____________________8. It is the command center of the body.
____________________9. It is about 1.5 kg in weight.
____________________10. It contains billions of nephrons.
Exercise 2
Direction: Fill-in the blanks with the correct letter.
1. ___lf___ct___ry
2. C___r___b___ll___m
3. Pr___m___ry m___t___r c___rt___x
4. P___r___ ___nt___l l___b___
5. T___mp___r___l l___b___
6. Fr___nt___l l___b___
7. C___ntr___l s____lc___s
8. ___cc___p___t___l l___b___
9. Pr___m___ry s___m___t___s___ns___ry c___rt___x
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Lesson 19: Proper Care of Internal Organs

COMPETENCY:
A. Identify ways on how to take care of the different internal organs of the
body
B. Explain the importance of practicing proper health habits Identify ways
on how to take care of the different internal organs of the body
C. Explain the importance of practicing proper health habits
FOCUSED SKILLS:
LESSON GUIDE
1. Eat a balanced diet.
2. Exercise daily.
3. Avoid harmful substances like alcohol, cigarettes and drugs.
4. Get enough rest.
5. Have a positive outlook in life.
6. Drink 8 to 10 glasses of water daily.
7. Keep your surroundings clean.
PUPIL’S ACTIVITY
Exercise 1
Direction: Circle the practices that can help a person eliminate undigested food
regularly and easily?
a. Drinking plenty of water
b. Eating food with fiber
c. Eating junk food
d. Eating more food
e. Chewing the food well
f. Exercising
g. Eating snacks frequently
h. Drinking fruit juices
i. Eating slowly
j. Drinking cola drinks
Science for Daily Use 4/COP-Text Funds/ Lozada, Buena A. et.al.
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Exercise 2
Direction: Fill-in the blank with the correct word.
1. ______________________ daily.
2. Have a _____________________ outlook in life.
3. Avoid harmful substances like __________________, _________________ and
_______________________.
4. Keep your _________________________ clean.
5. Get enough __________________.
6. Drink 8 to 10 glasses of _____________________ daily.
7. Eat a _________________________ diet.
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Self-Assessment
Score: _________/15
A. Multiple Choice: Circle the letter of the correct answer.
1. The ____________ is composed of the kidney.
a. Skeletal system c. muscular system
b. Urinary system d. digestive system
2. An organ whose main function is to remove liquid water from the blood
in the form of urine.
a. Heart b. Kidney c. intestine d. lungs
3. It is a bean-shaped paired organ which are about four to five inches long
and two to three inches wide.
a. Stomach b. lungs c. heart d. kidney
4. The kidney removes urea from the blood through tiny filters called _____.
a. Neurons b. nephrons c. Neptune d. newton
5. _____is a hollow muscular organ located near the lungs and is protected
by the rib cage.
a. Lungs b. liver c. heart d. stomach
6. The heart is made up of ______ muscles which is an example of an
involuntary muscle.
a. Skeletal b. smooth cardiac d. rough
7. The heart’s function is to ____.
a. Pump blood to the different parts of the body.
b. Remove waste from the blood.
c. Digest food.
d. Enable us to stand.
8. The lungs’ function is to ____.
a. Remove waste from the blood.
b. Digest food.
c. Enable us to stand.
d. Filter the oxygen that enters the body.
9. _____ is a waste material that is removed by the body through the lungs.
a. Oxygen b. gas c. carbon dioxide d. carbon oxide
10. Its main function is to process information and receive and send
instructions to the different parts of the body.
a. Brain b. kidneys c. skeleton d. lungs
B. Identification: What ailment is described below? Write your answer

before each number.
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___________________________11. It is characterized by a sudden rise of

blood pressure.
___________________________12. It is marked by sneezing, runny nose, coughing,
sore throat and sometimes fever and headache.
_______________________13. It is characterized by the blood’s
inability to produce enough hemoglobin, the oxygen-carrying
pigment of the red blood cells or RBC.
_______________________14. It occurs when there is an increase in
WBC count.
___________________________15. It is an inflammation of the lungs.
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Lesson 20: Body Parts of Animals that Live

in Water
COMPETENCY:
Content Standard: The learners demonstrate understanding of animals’ body
parts that make them adapt to land or water
Performance Standard: The learners should be able to construct a prototype
model of organism that has body parts which can survive in a given
environment
A. Infer that animals have different body structures that make them adapt
to water
FOCUSED SKILLS:
Identify the different structures that help animals adopt to their environment.
LESSON GUIDE
Adaptation- it is the structure or behavior that helps an organism survive in its
environment
Marine/Aquatic animals- animals living in water
Adaptive Structure of Animals Living in Water

1. Scales- protection against disease and from other animals
2. Exoskeleton- an outside covering used by shrimps and lobsters
3. Shell- covering of clams and mussels
4. Gills- used for breathing underwater
5. Fins- used for swimming
PUPIL’S ACTIVITY
Exercise 1
Direction: Which adaptive structure is used by the animals below in order to
survive underwater? Write all the structures.
1. Whale- _____________________________________________________________
2. Catfish- ____________________________________________________________
3. Clam- ______________________________________________________________
4. Turtle - _____________________________________________________________
5. Salmon- ____________________________________________________________
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Exercise 2
Direction: Complete the conversation of these three marine animals.
Hello, I’m a clown

fish and I have
____________ to
breath underwater.
Yo! I’m a lobster and I

have
________________ to
protect me.
Hi! I’m a dolphin. I’m a

mammal living in water and I
have lungs rather than gills
to breath.
Exercise 2
Direction: Define the following.
Adaptation:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Marine animals:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Lesson 21: Body Parts of Animals that Live

on Land
COMPETENCY:
environment
A. Infer that animals have different body structures that make them adapt
to land
FOCUSED SKILLS:
Identify the different structures that help animals adopt to their environment.
LESSON GUIDE
Land/ terrestrial animals- animals living on land; they have lungs for breathing
Adaptive Structure of Land Animals

1. Fur- covering of animals to keep them warm
2. Feather- covering of animals that is used for flying
3. Smooth skin- used for breathing
4. Scales- used for protection
5. Legs- used for walking
6. Wings-used for flying
PUPIL’S ACTIVITY
Exercise 1
Direction: What adaptive structure does the animal have? Check under the
correct column.
Animals Fur Feather Smooth Scales Legs Wings
Skin
1. Dog
2. House bird
3. Earthworm
4. Rat
5. Cat
6. Crow
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7. Duck
8. Chicken
9. Rabbit
10. House lizard
Exercise 2
Direction: Analogy
1. tiger: fur then sheep: w____________

2. alligator: thick skin then earthworm: _______________skin
3. birds: feathers then bear: f______________
4. cats have claws: catch rats then turtles have shells: p_______________
5. flying squirrel: glide then eagles: __________________
Exercise 3
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
16 17 18 19 20 21 22 23 24 25 26
1 14 9 13 1 12 19 12 9 22 9 14 7 15 14
12 1 14 4 1 18 5 3 1 12 12 5 4
20 5 18 18 5 19 20 18 9 1 12 1 14 9 13 1 12 19
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Lesson 22: Body Parts of Animals for Food

Getting/Eating
COMPETENCY:
environment
A. Infer that animals have different body structures in getting or eating
their food
FOCUSED SKILLS:
Identify the different structures that help animals get and eat their food
LESSON GUIDE
Some animals use the following to get and eat their food:
1. Claws
2. Beaks
3. Teeth
4. Sticky tongue
5. Movable jaws
6. Sucking tubes
7. paws
PUPIL’S ACTIVITY
Exercise 1
Direction: Fill-in the chart below.
Animals Body parts used for getting and eating food
Mosquito
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Constrictor
Lion
Kingfisher
Alligator
Frog
Albatross
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Exercise 2
Direction: Multiple choice. Which body part is not used for getting and eating
food.?
_____1. Chicken
a. paws b. beak c. feather d. cockscomb
_____2. Cow
a. claws b. paws c. teeth d. beaks
_____3. Leopard
a. teeth b. beak c. feather d. cockscomb
_____4. Iguana
a. feet b. sticky tongue c. movable jaws d. claws
_____5. Cat
a. paws b. sucking tube c. beaks d. movable jaws
_____6. Boa Constrictor
a. paws b. sucking tube c. beaks d. movable jaws
_____7. Goat
a. claws b. paws c. teeth d. beaks
_____8. Lizard
a. sticky tongue b. movable jaws c. paws d. teeth
_____9. Mosquito
a. sucking tubes b. sticky tongue c. teeth d. beaks
_____10. Horse
claws b. paws c. teeth d. beaks
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Lesson 23: Body Parts of Animals for

Protection
COMPETENCY:
environment
A. Infer that animals have body structures to protect themselves from their
enemies.
FOCUSED SKILLS:
Identify the different structures that help animals protect themselves
Chameleon
LESSON GUIDE
Camouflage- the ability of an animal to change its color or markings in order to
blend to its surroundings
Ex: flounder, English peppered moths, trout, chameleon,
Mimicry- it an adaptation in which one animal closely resembles another
animal in appearance or behavior
(Animal Diversity/Glencoe Science/National Geographic Society/p. 10)
Animals imitate the shapes, smell, tastes, color or even the sounds of other
animals. Examples are zebra, killer whale, and tiger.
Some animals secrete chemicals to protect themselves like squid, wasp, snakes
and jellyfish. Octopus release a cloud of ink to escape.
Animals have adaptive behavior that protect their own kind. They move in
groups/families/herds/pride/pack. Monkey, elephant, penguins, hyena, and
wolves are examples of this.
Some move fast to protect themselves. Cheetah and ostrich are examples.
While some animals have protective coverings such as turtles, crabs, snails
and oyster. When they sense danger, they keep their bodies inside their shells.
PUPIL’S ACTIVITY
Exercise 1 Trout
Direction: How does the animals below protect themselves? Check the correct
column.
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Animals Change Secrete

color
Move in Move Have
chemical groups fast protective
coverings
1. trout
2. skunk
3. snail
4. chameleon
5. wasp
6. zebra
7. ostrich
8. mussel
9. octopus
10. wolves
Exercise 2
Direction: Fill-in the chart with the correct information about the animal.
Animal Habitat Protective Adaptive
(water/land) Structure Behavior
1. cattle
2. elephant
3. hyena
4. lobster
5. clam
Exercise 3
Direction: Here is a zebra. How does this zebra protect its self?
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
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Lesson 24: Animal Movements in a

Particular Habitat
COMPETENCY:
environment
A. Compare the body movements of animals in their habitat
FOCUSED SKILLS:
Describe hoe animals move in their habitat.
Salamander
LESSON GUIDE
Habitat- is an ecological or environmental area that is inhabited by a particular
species of animal, plant, or other type of organism.
Animals move differently depending on their habitat and their body structures.
Animals that live on land move in different ways. Some walk, hop and jump.
Others fly and crawl. Most animals that live in water swim. But some aquatic
animals have legs for walking. Examples are crustaceans like shrimp, prawn
and crab. Animals that can live both in water and land can either walk, hop,
jump, or swim.
PUPIL’S ACTIVITY Newt

Exercise 1
Direction: Group the following animals according to their habitat. Write them
inside the diagram below.
Bear jellyfish starfish pigeon giraffe newts
Owl dolphin frog mouse crocodile salamander
Land Habitat Land and Water Habitat Water Habitat
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Exercise 2
Direction: Complete the statement below
A _______________________ is an ecological or ______________________ area that is
inhabited by a particular ____________________ of animal, plant, or other type of
organism.
Exercise 3
Direction: How does the following animals move in their habitat?
1. Salamander- _______________________________________________
2. Prawn- _____________________________________________________
3. Toad- ______________________________________________________
4. Rhinoceros- _______________________________________________
5. Turkey- ____________________________________________________
6. Crab- ______________________________________________________
7. Stingray- ___________________________________________________
8. Blue whale- ________________________________________________
9. Owl- _______________________________________________________
10. King cobra- __________________________________________
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Lesson 25: Animals Found in the Community

COMPETENCY:
environment
A. Make a survey of animals in the community and their specific habitats
FOCUSED SKILLS:
Identify the different animals found in one’s community.
LESSON GUIDE
Population- it refers to the total number of animals in a particular habitat or
community
Animals in the community depend on the habitat available in that particular
community
PUPIL’S ACTIVITY
Exercise 1
Direction: Make a survey of your community. Identify the different animals
found in your community. Count and record them using the form below.
Animal Number of Habitat
Animal Land Water Both land
and water
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Exercise 2
Direction: Consolidate the data of the entire class. Answer the chart below.
Animals living Popula Animals Popula Animals Popula
in Land tion living in tion living in tion
Water Land and
Water
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Self-Assessment
Score: ________15
A. Identification
________________________1. It is the structure or behavior that helps an
organism survive in its environment.
________________________2. The behavior of animal that allows it change its
color.
________________________3. The behavior of animals that allows it to imitate
the shape, smell, taste and color of other animals.
________________________4. It is an ecological area that is inhabited by a
particular species of animal, plant or other type of organism.
________________________5. It refers to the total number of animals in a
particular habitat or community.
________________________6. It enables marine animals to breath in water.
________________________7. It enables land animals to breath.
________________________8. It protects fishes from diseases and from other
animals.
________________________9. It keeps the animal warm.
B. Choose the letter of the correct answer. How do these animals adapt or
protect themselves.
_____10. Octopus
a. Shell b. ink c. paws d. claws
_____11. Mussel
a. Shell b. ink c. paws d. claws
_____12. Chameleon
a. Shell b. skin c. adaptation d. camouflage
_____13. Zebra
a. ink b. skin c. adaptation d. camouflage
C. Write lungs if the animal breath through its lungs or gills if the animals
has gills.
_________________________14. Dolphin
_________________________15. Horse
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Lesson 26: Raising Animals in a Particular

Habitat
COMPETENCY:
environment
A. Identify the animals to adapted to a particular habitat
FOCUSED SKILLS:
Identify the different animals found in one’s community.
LESSON GUIDE
Some of the habitats of animals are pond, grassland, and sea. The body
structures of animal for adaptation play an important role in choosing animals
to raise in a particular habitat.
PUPIL’S ACTIVITY
Exercise 1
Direction: Research time. Using library books or internet. List 10 animals that
can survive in the following environments.
Desert North/South Pole Tropical Countries
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Exercise 2
Direction: What animals can survive on each of the habitats below? Give 5
animals for each column.
A. C.
B. D.
A B C D
Exercise 3
Direction: Group the animals below as to which habitat they may be raised.
Chicken cow milkfish carabao
Dog cat dove swan
Tilapia horse pig rabbit
Land Water Land and Water
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Lesson 27: Terrestrial Plants

COMPETENCY:
Content Standard: The learners demonstrate understanding of plants having
body parts that make them adapt to land or water.
environment
A. Identify the characteristics of terrestrial plants
FOCUSED SKILLS:
Identify the characteristics of terrestrial plants
LESSON GUIDE
Terrestrial plants- they are plants that grow on land.
Plants have different parts: stem, roots, leaves, flower
Plants’ leaves are used to trap energy coming from the sun in order for the
plant to make food. Waxy leaves protect the plants from dehydration as a result
of too much exposure to sunlight. Others store water especially in desert areas
like the cactus.
The roots main function is to absorb water and minerals from the soil. It also
anchors the plant to the soil and thus prevent soil erosion.
The flower attracts man, animals and most especially, insects. These insects
are necessary for pollination that help in plant propagation.
The stem holds the leaves and flowers and serves as a passage of food.
PUPIL’S ACTIVITY
Exercise 1
Direction: Which part of the plants is described below?
____________________________1. It absorbs water from the soil.
____________________________2. It attracts insects for pollination.
____________________________3. It acts as the body of the plant.
____________________________4. It makes food for the plant through the process
called photosynthesis.
____________________________5. It holds the plant in place.
____________________________6. It traps energy from the sun.
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Exercise 2
Direction: Draw the different parts of the plant inside the box.
Stem Roots
Flower
Leaves
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Lesson 28: Aquatic Plants

COMPETENCY:
environment
A. Identify the characteristics of the aquatic plants
FOCUSED SKILLS:
Identify the characteristics of aquatic plants
LESSON GUIDE
PUPIL’S ACTIVITY
Aquatic plants/ hydrophytes- they are plants that have adapted to living within
aquatic environments. They can only grow in water or in soil that is
permanently saturated/submerged in water.
Exercise 1
Direction: Box the aquatic plants below.
San Francisco Boat lily Water Hyacinth Algae

Sampaguita Lotus Hydrilla Bulrush
Smartweed Banana Cactus Duckweed
Exercise 2
Direction: Draw a leaf on the column that will tell whether the aquatic plant is
emergent, floating or submerged.
Hydrophytes Emergent Floating Submerged
1. Chara
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2. Horsetail
3. Fanwort
4. Water lettuce
5. Cattail
6. Arrowhead
7. Ceratophyllum
8. Ultricularia
9. Water hyacinth
10. Lotus
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Lesson 29: Specialized Structures of

Terrestrial and Aquatic Plants
COMPETENCY:
environment
A. Identify the specialized structures of terrestrial and aquatic plants
FOCUSED SKILLS:
Identify the specialized structure of plants
LESSON GUIDE
Specialized structures are important in order to adapt to their environment.
Thorns and hairs in some plants are protective structures.
Flat and buoyant leaves of plants help the plant float.
Long roots of plant help the plant reach the soil underwater.
Thick leaves of cacti store water to prevent water lose.
Modified roots are used for storage.
Modified leaves are colorful. They are attract insects and people.
Plants Specialized Structures

Marang, durian They have furits with pungent odor
Kalumpang tree Noted for unpleasant smell of flowers yet attract flies
to pollinate
Bird of paradise It has a thick cuticle that filter strong light and
guards against excessive water loss
Talahib/cogon It has a sharp leaf the might cause you harm
Pineapple It has spines on their leaves
Cactus It has fleshy stems to conserve water for a long time
Citrus plants Their leaves and fruits have strong smelling oils that
have unpleasant taste.
PUPIL’S ACTIVITY
Exercise 1
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Direction: What part of the plant is modified or specialized?

1. Bougainvillea _____________________________________
2. Rose _____________________________________
3. Euphorbia _____________________________________
4. Gabi _____________________________________
5. Water hyacinth _____________________________________
6. Radish _____________________________________
7. Potato _____________________________________
8. Banana _____________________________________
9. Cactus _____________________________________
10. Camote _____________________________________
Exercise 2
Direction: Connect column A with its usage in Column B by drawing a straight
line.
Column A Column B
1. Stem a. Reaches the soil underwater
2. Leaves b. Food storage
3. Roots c. Sexual reproduction of new
plant
4. Flower d. Stores water
e. Carry mineral to the different
parts of the plant
Exercise 3
Direction: Choose the letter of the correct answer.
______1. What specialized structure is common to rose and bougainvillea?
a. Both have stinging hairs. c. both have thorny stems.
b. Both have sticky leaves. d. both have fibrous fruits.
______2. Which of the following plants has hair on its stem?
a. San Francisco b. santol c. mayana d. lipang aso
______3. Which of the following plants lives in water for survival?
a. Lotus b. sampaguita c. santol d. durian
______4. It has stingy haris on their stems that break and release poison when
touch.
a. Nipay b. gumamela c. santan d. avocado
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Lesson 30/31: Investigation on the

Specialized Structures of Plants/Choosing
Plant to Grow in a Particular Habitat
COMPETENCY:
environment
A. Interpret data on the effect of environmental factors on plant growth

B. Choosing which plant could grow in a particular habitat
FOCUSED SKILLS:
Making hypothesis and making conclusions.
LESSON GUIDE
Plants grow with the help of soil, air, sunlight and water. Fertile soil
containing humus or decayed materials enrich the soils making the plant grow
healthy. There are different kinds of soil: clay, loam, and sand. Many plants
grow best in loam soil. Some grow well in sand and some can grow in clay soil.
Plants need water. Some need more water than others. All plants need air and
sunlight to grow. However, some plants need less sunlight than others.
PUPIL’S ACTIVITY
Exercise 1
Direction: Conduct the experiment at home.
Materials: 15 mongo seeds, three cups/ containers containing sand, clay, or
loam soil (see set-up below), ruler
Steps:
1. Make the set-up. Place a hole under each set-up.
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Sand Clay Loam
5 5 5
Mongo Mongo
Mongo
Seeds Seeds
Seeds
A B C
2. Place the set-up under the sunlight for 5 days. Observe.
Problem 1: In which set-up will the mongo grow best?
Hypothesis: The mongo will grow best in Set_________ which has
_________________________ soil.
Problem 2: What affects the growth of mango seed?
Hypothesis: The growth of mongo plants is affected by
_____________________________________________________________.
3. Write your observation on the table below. Measure also the growing plant
using the ruler.
Day 1 Day 2 Day 3 Day 4 Day 5
Set A/
Sand
Set B/
Clay
Set C/
Loam
4. State your conclusion.
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Problem 1: In which set-up will the mongo grow best?

Conclusion: I therefore conclude that mongo will grow best in Set_______ which
has _________________________ soil.
Problem 2: What affects the growth of mango seed?
Conclusion: I therefore conclude that the growth of mongo is affected by
______________________________.
Exercise 2
Direction: Write YES if the plant will grow in the indicated habitat and NO if it
will not grow.
___________________1. Sayote in the North Pole
___________________2. Cabbage in Benguet
___________________3. Ampalaya in Pangasinan
___________________4. Algae in the desert
___________________5. Cactus in the Sahara desert
___________________6. Water lily in a pond
___________________7. Hyacinth in the ocean
___________________8. Kangkong in the river
___________________9. Petchay in the Arctic
___________________10. Seaweed in the mountain
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Self-Assessment
Score: _______/15
A. Multiple Choose. Choose the letter of the correct answer.
______1. What is the habitat of turtles?
a. Pond b. aquarium c. sea d. grassy land
______2. What is the habitat of goats?
b. desert b. aquarium c. sea d. grassy land
______3. What is the habitat of dolphin?
c. lake b. aquarium c. ocean d. grassy land
______4. What do you call plants that grow on land?
a. Aquatic plants c. terrestrial plants
b. hydrophytes d. photosynthesis
______5. Which is true about aquatic plants?
a. They have adapted to living within aquatic environments.
b. They are called hydrophytes.
c. They are called terrestrial plants
d. They can only grow in water or soil that is permanently saturated in
water.
______6. Which is a specialized structure of cacti?
a. Flower b. leaves c. roots d. stem
______7. What protects the rose from animals?
a. Flower b. leaves c. thorns d. stem
______8. Which is a specialized structure of hyacinth which enables it to reach
the soil underwater?
a. Flower b. leaves c. roots d. stem
______9. Which is true about orchids?
a. They are terrestrial plants. c. They are areal plants.
b. They can float in water. d. Both A and C
______10. Which is a true statement?
a. Plants need water, sunlight and soil. c. Plants need sunlight only
b. Plants need water only. d. Plants need soil only.
B. Draw a if the plant will grow in the indicated habitat and if

it will not grow.
______________11. Watercress suspended in a tree
______________12. Cactus submerged in water
C. What part of the plant is modified or specialized?
13. carrot- _________________________ 14. cactus- _______________________
15. gabi- _________________________
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Lesson 32: Monocot and Dicot

COMPETENCY:
environment
A. Identify and examine the parts of a seed
B. Distinguish monocot and dicot seeds as to its structures
FOCUSED SKILLS:
Identify and describe the parts of a seed
LESSON GUIDE
Parts of a Dicot Seed
Parts of a Monocot Seed
Seed coat- outer covering of the seed. It

protects the seed from injuries and from
drying up.
Cotyledon- it is the biggest part of the
seed. It is the food of the growing plant.
Embryo- it is the young plant
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PUPIL’S ACTIVITY
Exercise 1
Direction: Identify the different parts of a dicot seed.
1. 2.
1. _____________________
2. _____________________
3. _____________________
3. 4. _____________________
5. _____________________
4. 5.
Exercise 2
Direction: Rearrange the jumbled letter and find-out what they are.
1. EUUPLML - ________________________________________
2. EDSE ATCO - ________________________________________
3. ACDERIL - ________________________________________
4. CDEOTYLON - ________________________________________
5. HOYPCTYOL - ________________________________________
6. BEMORY - ________________________________________
7. OOOMNCT - ________________________________________
8. CDITO - ________________________________________
Exercise 3
Direction: What is being described below?
_________________________1. It is the outer covering of the seed.
_________________________2. A seed that has two cotyledons.
_________________________3. It is the young plant.
_________________________4. It is the biggest part of the seed.
_________________________5. A seed that has only one cotyledon.
_________________________6. It is the food of the growing plant.
_________________________7. It protects the seed from injuries and from drying
up.
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_________________________8. The bean seed is a _________ seed.

_________________________9. The corn seed is a ________seed.
Lesson 33: Monocot and Dicot

COMPETENCY:
environment
A. Compare the characteristics of different plant seeds
B. Compare the growth process of monocot seeds to a dicot seed
FOCUSED SKILLS:
Identify monocot and dicot seeds.
LESSON GUIDE
Both monocot and dicot seeds have the same parts like embryo, cotyledon, and
seed coat. Monocot seeds have one cotyledon while dicot seeds have two
cotyledons.
PUPIL’S ACTIVITY
Exercise 1
Direction: Using a magnifier, count the number of cotyledons.
_______1. Bean _______6. Rice/palay
_______2. Corn _______7. Mongo
_______3. Peanut _______8. Sunflower
_______4. Mango _______9. Water melon
_______5. Papaya _______10. Squash
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Exercise 2
Direction: Write M if the following plant is a monocot seed or D if the plant is a
dicot.
_______1. Bean _______6. Rice/palay
_______2. Corn _______7. Mongo
_______3. Peanut _______8. Sunflower
_______4. Mango _______9. Water melon
_______5. Papaya _______10. Squash
Exercise 3
Direction: Write the word true if the statement is correct. Write the correct
answer if the statement is false.
______________________________1. Plant life begins in a seed.
______________________________2. Dicot seeds have one cotyledon.
______________________________3. Color and shape affect seed germination.
______________________________4. Mongo, atis and avocado are dicots.
______________________________5. Seeds with thins coats germinate faster.
Lesson 34: Seed Germination and Growth

COMPETENCY:
environment
A. Distinguish the factors that affect seed germination and growth
B. Analyze and interpret data gathered.
C. Exercise investigative approach in problem solving
FOCUSED SKILLS:
Distinguish factors that affect seed germination.
LESSON GUIDE
Germination is the process in which the embryo or “baby plant” gets energy
from the stored food in the seed and starts to grow.
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The factors the affect germination are water/moisture, temperature/sunlight

and soil.
PUPIL’S ACTIVITY
Exercise 1
Problem: What is the effect of moisture in seed germination?
Hypothesis: _________________________________________________________________
_____________________________________________________________________________
Materials: 2 cans of the same size with holes at the bottom; loam soil, 10
mongo seeds, water
Procedure:
1. Fill ¾ of the cans with loam soil and mark them as A and B. Then place
5 mongo seeds in each can.
A B
2. Water can A. Let can B remain dry. Then, place both cans in an area
reached by sunlight. Water can A when needed. Do not water can B.
Observe for three days and fill-out the table below.
Can A Can B
Day 1
Day 2
Day 3
What happened to Can A? ___________________________________________________

_____________________________________________________________________________
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What happened to Can B? ___________________________________________________

_____________________________________________________________________________
What factor affects germination in this experiment?
_____________________________________________________________________________
What is the effect of moisture in seed germination? ___________________________
_____________________________________________________________________________
_____________________________________________________________________________
Exercise 2
Problem: What is the effect of sunlight in seed germination?
Hypothesis: _________________________________________________________________
_____________________________________________________________________________
Materials: 2 cans of the same size with holes at the bottom; loam soil, 10
mongo seeds, water
Procedure:
1. Fill ¾ of the cans with loam soil and mark them as A and B. Then place
5 mongo seeds in each can.
A B
2. Water can A and can B. Then, place can A in an area reached by

sunlight. Place can B in a place where it cannot be reached by sunlight.
Water both cans when needed. Observe for five days and fill-out the table
below.
Can A Can B
Number
of
sprouts
after 5
days
Color of
the
mongo
sprouts
Size of
the
mongo
sprouts
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What happened to Can A? ___________________________________________________

_____________________________________________________________________________
What happened to Can B? ___________________________________________________
_____________________________________________________________________________
What factor affects germination in this experiment?
_____________________________________________________________________________
What is the effect of sunlight in seed germination? ___________________________
_____________________________________________________________________________
_____________________________________________________________________________
Exercise 3
incorrect.
_______________1. Sunlight is not a factor in seed germination.
_______________2. Plants don’t need moisture to germinate.
_______________3. Germination is the process in which the embryo gets energy
_______________4. The kind of soil affects seed germination.
_______________5. The best kind of soil for plants contain humus.
Exercise 4
Direction: The following are conditions for seed germination. Check (√) those
factors needed and put an (x) mark for those not needed.
CONDITIONS FOR GERMINATION
SOIL PLASTIC WATER SUNLIGHT SOAP AIR
SEED
PLANT
Lesson 35: Life Cycle of Selected Animals

COMPETENCY:
Content Standard: The learners demonstrate understanding of different
organisms go through life cycle which can be affected by their environment
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environment
A. Identify some animals that undergo complete metamorphosis in their life cycle
B. Recognize the different stages of the life cycle of animals undergoing complete
metamorphosis
FOCUSED SKILLS:
Identify the different states of animals undergoing complete metamorphosis.
LESSON GUIDE
Metamorphosis is a biological process by which an animal physically develops
after birth or hatching.
A life cycle is a period involving one generation of an organism.
There are two types of metamorphosis: complete metamorphosis and
incomplete metamorphosis
Most insects undergo complete metamorphosis like lady bug, butterfly,
mosquito, horsefly, moths, firefly, dung beetle, click beetle, bumble bee,
carpenter ant, paper wasp, fruit fly, bee and housefly. The stages in complete
metamorphosis are egg, larva, pupa, and adult.
PUPIL’S ACTIVITY
Exercise 1
Direction: What do you call the following on each stage?
Animal Egg Larva Pupa Adult
1. Fly
2. Mosquito
3. Butterfly
4. Frog
Exercise 2
Direction: Draw the stages in the different life of the animals below.
Butterfly Mosquito
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Exercise 3
Direction: Box the animals that does not belong to the group.
1. Mosquito butterfly cockroach firefly

2. Wasp dragonfly click beetle bee
3. Cricket carpenter ant dung beetle frog
4. Fruit fly grasshopper mosquito moth
5. Mealy bugs butterfly dung beetle wasp
Exercise 4
Direction: Write T if the statement is true and F if the statement is false.
_______1. The larvae of a butterfly is called a cocoon.
_______2. The larvae of a mosquito is called a maggot.
_______3. The larvae of a fly is called a maggot.
_______4. The frog undergoes incomplete metamorphosis.
_______5. Incomplete metamorphosis undergo four stage.
_______6. The stages of complete metamorphosis in correct order are: pupa,
larva, adult and egg.
_______7. The firefly and dung beetle undergo complete metamorphosis.
_______8. In the larvae stage, the animal molt or shed their exoskeleton.
_______9. The animal eat during the pupae stage.
______10. The animal inside the cocoon is called a chrysalis.
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Self-Assessment
Score: _________/15
A. Identification. What is being described below?
_________________________1. A seed that has two cotyledons.

_________________________2. It is the young plant.
_________________________3. A seed that has only one cotyledon.
_________________________4. It is the food of the growing plant
_________________________5. It is the process in which the embryo gets energy or
B. True or False. Write true if the statement is correct and false if the
statement is wrong.
_______________6. The kind of soil affects seed germination.

_______________7. Plants don’t need moisture to germinate.
_______________8. The larvae of a mosquito is called a maggot.
_______________9. Incomplete metamorphosis undergo four stage.
_______________10. The firefly and dung beetle undergo complete
metamorphosis.
_______________11. The animal eat during the pupae stage.
C. Write the name of the animal in the following stages.
__________________________12. The butterfly in the larva stage

__________________________13. The mosquito in the larva stage
__________________________14. The fly in the larva stage
__________________________15. The frog in the larva stage
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Lesson 36: Life Cycle of Selected Animals

with Incomplete Metamorphosis
COMPETENCY:
environment
A. Describe some animals that undergo incomplete metamorphosis in their
life cycle
B. Recognize the different stages of the life cycle of animals undergoing
incomplete metamorphosis
FOCUSED SKILLS:
Identify the different states of animals undergoing incomplete metamorphosis.
LESSON GUIDE
Twelve percent of insects undergo three stages in their life cycle called
incomplete or gradual metamorphosis. These includes mayfly, cicada,
grasshopper, aphid, louse and cockroach.
1. Egg
2. Nymph- the animals look like small adult but usually don’t have wings;
their exoskeleton molt as they grow
3. Adult- the animals’ primary concern in this stage is mating or
reproduction
PUPIL’S ACTIVITY
Exercise 1
Direction: Complete the diagram to show the different stages in incomplete
metamorphosis.
1______________________
2 _______________________
3 __________________________________
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Exercise 2
Direction: Write complete if the animals undergoes complete metamorphosis
and incomplete if the animal undergoes incomplete metamorphosis.
1. Cicada- ______________________________
2. Mayfly- ______________________________
3. Mosquito- ______________________________
4. Grasshopper- ______________________________
5. Aphid- ______________________________
6. Lady bug- ______________________________
7. Louse- ______________________________
8. Housefly- ______________________________
9. Cockroach- ______________________________
10.Bees- ______________________________
Exercise 3
Direction: Answer the following.
1. The middle state in the life cycle of a cockroach is called _______________.
2. The first stage in an incomplete metamorphosis is _____________________.
3. _____________________________ is the final stage of a louse’s life cycle.
4. Animals with three stages in their life cycles have ______________________
metamorphosis.
5. The final stage of metamorphosis is ____________________________.
Lesson 37: Life Cycle of Animals: Egg Laying

Animals
COMPETENCY:
environment
A. Observe and compare what is found inside a bird egg
B. Determine the stages of development of a bird egg
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FOCUSED SKILLS:
Identify the different parts of an egg and their functions.
Identify egg-laying animals.
LESSON GUIDE
Parts of an Egg:
White spot- the developing chick
Egg white- protects the developing chick
Eggshell- it protects the egg yolk and the egg white
Egg yolk- it is the food of the developing chick
The development of the chick takes place in a period of 21 days.
PUPIL’S ACTIVITY
Exercise 1
Direction: Label the different parts of the egg.
Exercise 2
Direction: Identify the part being described below.
1. It protects the egg yolk and the egg white. ________________________
2. It protects the developing chick. ________________________
3. It is the developing chick. ________________________
4. It is the food of the developing chick. ________________________
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Exercise 3
Direction: Color the stages in the life cycle of a frog.
5.
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Exercise 4
wrong.
__________________1. Female frogs lay their eggs in dry land.
__________________2. Adult frogs have gills.
__________________3. Tadpoles have tails for swimming.
__________________4. The front legs appear first.
__________________5. The tail becomes shorter as the tadpole grows.
__________________6. In the adult stage, the gills disappear and lungs develop.
Exercise 5
Direction: Tell whether the following animals are Egg-laying or Not Egg-laying.
________________________________________1. Duck
________________________________________2. Monkey
________________________________________3. Crocodile
________________________________________4. Eagle
________________________________________5. Snake
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Lesson 38: Life Cycle of Humans

COMPETENCY:
environment
A. Observe and compare what is found inside a bird egg
B. Determine the stages of development of a bird egg
FOCUSED SKILLS:
Identify the different parts of an egg and their functions.
Identify egg-laying animals.
LESSON GUIDE
The Human Life Cycle Stages
1. Birth- the start of human life cycle begins after the baby is delivered out
by its mother to the world
2. Infancy- this is from birth to the first year of life
3. Childhood- it takes place between ages 1 to 10
a. Toddler- happens during the first 2 years
4. Adolescence- it takes place between ages 12 and 18; this is where
puberty takes place
5. Adulthood- it lasts from age 18 throughout old age
PUPIL’S ACTIVITY
Exercise 1
Direction: Write the stages under each person.
_____________ ___________ _____________ ________________ ______________
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Exercise 2
Direction: In which stage do they belong?
1. You as Grade Four pupil- ________________________
2. Your grandparents- ________________________
3. Your ate/kuya in Grades 9/10- ________________________
4. Your mom/dad- ________________________
5. Your newborn brother/sister- ________________________
Exercise 3
Direction: Draw a line to connect Column A and Column B.
Column A Column B
1. Childhood A. It takes place between ages
12 and 18
2. Toddler B. This is where puberty takes
place
3. Birth C. The start of human life cycle

begins after the baby is
delivered out by its mother to
the world
4. Adolescence D. This is from birth to the first
year of life
5. Adulthood E. It takes place between ages 1
to 10
6. Infancy F. It lasts from age 18
throughout old age
G. It happens during the first 2
years
Exercise 4
Direction: identify what stage of human development is being described.
Choose from the list of words inside the box.
ADULTHOOD INFANCY BIRTH CHILDHOOD

ADOLESCENCE
__________________________1. Boys and girls gain more independence from their

parents during this stage.
__________________________2. Girls at this stage begin to menstruate and are
now capable of giving birth.
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__________________________3. A child learns to walk, talk and begin to be more

self-sufficient at this stage.
__________________________4. A child is completely dependent on the care of his
parents at this stage.
__________________________5. It is in this stage that the boys begin to experience
changes in their voice.
Lesson 39: Interaction Among Living Things

COMPETENCY:
Content Standard: Learners demonstrate understanding of beneficial and
harmful interactions among living things and their environment as they obtain
basic needs.
environment.
A. Discuss the interaction among living things
FOCUSED SKILLS:
Discuss the interaction among living things.
LESSON GUIDE
Biotic- living things
Abiotic- non-living things
Ecology- the branch of Science that deals with the many relationships and
interactions of living things with one another and with their environments
Ecosystems- it consists of all living and non-living things in a given area; it is
the largest and the most complex level of organization which consists of all
plants, animals and microorganisms which function with all the environmental
factors such as sunlight, climate, soil, water, air, space, nutrients, temperature
and energy
The six elements that keep the ecosystem going are: sun, producers, abiotic
substances, primary consumers, secondary consumers and decomposers
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PUPIL’S ACTIVITY
Exercise 1
Direction: Classify the following as P for primary consumers, S for secondary
consumers, and D for decomposers.
________1. Bacteria ______6. Cow
________2. Lion ______7. Man
________3. Fungi ______8. Snake
________4. Goat ______9. Microorganism
________5. Earthworm ______10. Shark
Exercise 2
Direction: Classify the following as biotic or abiotic.
_______________________1. Trees ___________________6. Sun
_______________________2. Flowers ___________________7. Fish
_______________________3. Soil ___________________8. Algae
_______________________4. Sand ___________________9. Bacteria
_______________________5. Rock ___________________10. Water
Exercise 3
Direction: Find the six elements that keep the ecosystem going.
S E C O N D A R Y L M N O S
A B C D E F C G H I J K U P
V W X P R I M A R Y N G Q
Y X Z A T B C G J L E V C R
D E C O M P O S E R S W Q S
S V I S T H Y F Q W R D H T
A B I O T I C J D R E K H U
C G H K R P R O D U C E R S
Exercise 4
Direction: Put a check (√) mark if the statement shows interaction among living
things and cross (x) if not.
________1. The chickens and the ducks look for foods in the pond.
________2. The bird flies high in the sky.
________3. A dog eats its food.
________4. A farmer gives grass to his cow.
________5. A cat eats rat.
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Lesson 40: Beneficial Interactions Among

Living Things in Their Environment
COMPETENCY:
basic needs.
environment.
A. Describe some types of interactions among living things
FOCUSED SKILLS:
Describe the interaction among living things.
LESSON GUIDE
Mutualism- the type of interaction where both species benefit from the
relationship
Commensalism- the type of interaction where one organism benefits while the
other is not harmed nor affected
PUPIL’S ACTIVITY
Exercise 1
Direction: What kind of interaction is show by the different organisms? Color
under the correct column.
Organism 1 Organism 2 Mutualism Commensalism
Butterfly Flowers
Algae Fish
Orchids Trees
Bird Trees
Bees Flower
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Exercise 1
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
16 17 18 19 20 21 22 23 24 25 26
1.
9 14 13 21 20 21 1 12 9 19 13 2 15 20 8
19 16 5 3 9 5 19 2 5 14 5 6 9 20
Message: ____________________________________________________________________
_____________________________________________________________________________
2.
23 8 5 14 15 14 5 15 18 7 1 14 9 19 13
2 5 14 5 6 9 20 19 1 14 4 20 8 5
15 20 8 5 18 9 19 21 14 8 1 18 13 5 4
9 20 9 19 3 15 13 13 5 14 19 1 12 9 19 13
Message: ____________________________________________________________________
_____________________________________________________________________________
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Self-Assessment
Score: _______/15
A. Write complete if the animals undergoes complete metamorphosis and
incomplete if the animal undergoes incomplete metamorphosis.
1. Mosquito- ______________________________
2. Grasshopper- ______________________________
3. Lady bug- ______________________________
4. Housefly- ______________________________
5. Cockroach- ______________________________
B. Multiple Choice. Circle the letter of your answer.

6. It protects the egg yolk and the egg white.
a. Egg shell b. testa c. egg white d. shite spot
7. It protects the developing chick.
a. Egg shell b. testa c. egg white d. shite spot
8. It is the food of the developing chick.
a. Yolk b. white c. shell d. cotyledon
9. It takes place between ages 12 and 18; this is where puberty takes place
a. Birth b. adolescence c. toddler d. childhood
10. The start of human life cycle begins after the baby is delivered out
by its mother to the world.
11. It takes place between ages 1 to 10.
12. What kind of consumers are human?
a. Primary b. secondary c. both A and B d. decomposers
13. What relationship does an owl and a tree have?
a. Biotic b. mutualism c. commensalism d. abiotic
14. Which does not belong to the group?
a. Stone b. rock c. sand d. fish
15. The type of interaction where both organism benefit from their
relationship.
a. Biotic b. mutualism c. commensalism d. abiotic
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Lesson 41: Harmful Interactions Among

Living Things
COMPETENCY:
basic needs.
environment.
A. Identify the harmful types of interactions in the environment

B. Describe certain types of harmful interactions among living things
FOCUSED SKILLS:
Describe harmful interactions
LESSON GUIDE
Predation- the type of interaction where one benefits while the other one is
harmed or badly affected
Predator-Prey Interaction
a. Predator- the organism that benefits from the relationship
b. Prey- the organism that is harmed
Ex: Lion (predator) vs gazelle (prey); Cat (predator) vs mouse (prey)
The size of predator and prey population are related to each other. If the
number of prey is large, the number of predators increases. The number of
predators decreases, since they have a smaller food supply.
Parasitism- the relationship where one organism is called the parasites and
the other is called the host.
a. Internal parasites- they are found inside the body of the host
Ex: ascaris, ringworm, tapeworm
b. External parasite- they are found outside the body of the host
Ex: aphids, tick
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Parasites cannot live alone. They must live in a living host. Some do slight
harm to their host. Other can kill their host.
Competition- it is the striving or vying between organisms for the things

needed for survival
Ex: lions compete to feed on other animals
PUPIL’S ACTIVITY
Exercise 1
Direction: Watch the movie “The Lion King 1.” Then answer the questions
below.
1. What do you call a group of lions? _________________________________
2. What do you call the young of a lion? ______________________________
3. What kind of animal is Timon? ____________________________________
4. What kind of food does Timon eat? ________________________________
5. What relationship does it show? ___________________________________
6. What kind of animal is Pumba? ___________________________________
7. What does Pumba eat? ___________________________________________
8. What relationship does it show? __________________________________
9. What do hyenas eat? _____________________________________________
10. What relationship does it show? __________________________________
Exercise 2
Direction: What relationship does the following show? Write PR for predation, P
for parasitism, and C for competition.
_____________1. Cat and mouse _______________6. Pig and tapeworm
_____________2. Fox and rabbit _______________7. Gazelle and zebra
_____________3. Worm and bird _______________8. Goat and cow
_____________4. Aphids and rose _______________9. Human and ringworm
_____________5. Tick and dog _______________10. Owl and worm
Exercise 3
Direction: Identify what is being described.
___________________________1. It is the striving or vying between organisms for
the things needed for survival.
___________________________2. The organism that benefits in predation.
___________________________3. The relationship where one organism is called
the parasites and the other is called the host.
___________________________4. The organism that is harmed in predation.
___________________________5. The type of interaction where one benefits while
the other one is harmed or badly affected
___________________________6. What kind of parasite is found inside the host’s
body?
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Exercise 4
wrong.
___________________1. If the population of prey increase, number of predators
decrease.
___________________2. In the relationship of the frog and the fly, the fly is the
predator.
___________________3. Predators are usually large animals and preys are
usually smaller animals.
___________________4. Plants compete for sunlight. The relationship is called
parasitism.
___________________5. When sheep and goats eat on the same grassland, their
relationship is called competition.
___________________6. The dogs are predators to ticks.
Lesson 42: Environmental Conditions Needed

by Living Things to Survive
COMPETENCY:
basic needs.
environment.
A. Conduct investigations on the environmental conditions needed by

organisms to survive
FOCUSED SKILLS:
Describe harmful interactions
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LESSON GUIDE
Basic Needs of Animals
1. Shelter- animals need shelter to protect them from different elements
and form predators
2. Food- it provides them with energy and nutrients necessary to the body
to perform life functions
3. Water- it transports nutrients and wastes in the body and helps keep
body temperatures constant
4. Air- it contains oxygen needed for the chemical process that releases
energy from food
5. Space- overcrowded areas lead to starvation and disease
6. Waste removal- waste is produced as animals use food
7. Temperature range- animals are best suited to survive in certain
temperature ranges
Environment- it is everything that surrounds and affects an animal. It

includes plants and other animals in the area, rocks, soil, air and water.
Both living and non-living things are parts of an environment.
PUPIL’S ACTIVITY
Exercise 1
Direction: Rearrange the letters and find-out what they are.
1. ATMPRTUREEE ____________________________
2. ACSPE ____________________________
3. IAR ____________________________
4. EESHLTR ____________________________
5. OODF ____________________________
Exercise 2
Direction: What is described below?
__________________________________1. Animals need this to protect them from
different elements and form predators.
__________________________________2. It transports nutrients and wastes in the
body and helps keep body temperatures constant.
__________________________________3. It contains oxygen needed for the
chemical process that releases energy from food.
__________________________________4. It provides them with energy and
nutrients necessary to the body to perform life functions
__________________________________5. Overcrowded areas lead to starvation and
disease.
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Exercise 3
Direction: Select the letter of the correct answer.
______1. What environmental condition do organisms need to provide energy
and nutrients necessary to perform life functions?
a. Air b. food c. temperature d. water
______2. What environmental condition transports nutrients and wastes in the
body?
a. Food b. shelter c. space d. water
______3. Why do organisms need space?
a. Overcrowded areas lead to starvation and disease.
b. It gives time among organisms to take enough foods.
c. It provides energy and nutrients necessary to the body to perform life
functions.
d. It transports nutrients and wastes in the body, and it helps keep body
temperatures constant.
______4. Air is needed by living organisms because ______.
a. Oxygen in the air is needed for the chemical process that releases energy
from food.
b. The cooling effect of air provides comfortable condition among organisms.
c. The air is needed to digest the foods condition among organisms.
d. None of the above
______5. Which of the following can help maintain the environmental conditions
needed by the organisms to survive?
a. Avoid burning garbage and twigs.
b. Do not disturb the place where animals live.
c. Do not allow construction of high-rise buildings.
d. Cut tress to provide shelter among living organisms.
Lesson 44: Effects of the Interactions Among

Organisms in their Environment
COMPETENCY:
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basic needs.
environment.
A. Describe the effects of the interactions among organisms in their

environment
FOCUSED SKILLS:
Describe the effects of interactions among organisms in their environment.
LESSON GUIDE
Mutualism- the kind of interaction in which both organisms benefit from each
other
Commensalism- The interaction among organisms where one benefits while the
other is not benefited or harmed
Competition- an interaction in which two organisms compete for survival
Parasitism- one organism depends on the host for food, protection and
reproduction
Predation- the kind of interaction in which one organism kills smaller organism
for food
PUPIL’S ACTIVITY
Exercise 1
Direction: Match Column A with Column B.
Column A Column B
1. Commensalism a. the kind of interaction in
which one organism kills
smaller organism for food
2. Competition b. one organism depends on
the host for food,
protection and
reproduction
3. Mutualism c. the kind of interaction in
which both organisms
benefit from each other
4. Parasitism d. an interaction in which
organisms compete for
survival
5. Predation e. The interaction among
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organisms where one

benefits while the other is
not benefited or harmed
Exercise 2
Direction: What kind of relationship is shown below?
___________________________________1. Shrubs, trees and grasses in one area
___________________________________2. Man and mosquito
___________________________________3. Frogs and insects in a pond
___________________________________4. Ferns and branch of a tree
___________________________________5. Bees and flowers of a guava tree
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Self-Assessment
Score: ___________/15
A. Identification: What is described below?
___________________________1. The relationship where one organism is called
the parasites and the other is called the host.
___________________________2. What kind of parasite is found inside the host’s
body?
___________________________3. It contains oxygen needed for the chemical
process that releases energy from food.
___________________________4. Animals need this to protect them from different
elements and form predators.
___________________________5. It transports nutrients and wastes in the body
and helps keep body temperatures constant.
___________________________6. Overcrowded areas lead to starvation and
disease.
___________________________7. The type of interaction where one benefits while
the other one is harmed or badly affected
___________________________8. It provides them with energy and nutrients
necessary to the body to perform life functions
B. What relationship does the following show? Write PR for predation, P for
parasitism, and C for competition.
_____________9. Fox and rabbit _____________11. Human and ringworm
_____________10. Goat and cow _____________12. Fern and branch of tree
C. Multiple Choice: Select the letter of the correct answer.

______13. What environmental condition transports nutrients and wastes in the
body?
a. Food b. shelter c. space d. water
______14. Air is needed by living organisms because ______.
a. Oxygen in the air is needed for the chemical process that releases energy
from food.
b. The cooling effect of air provides comfortable condition among organisms.
c. The air is needed to digest the foods condition among organisms.
d. None of the above
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______15. Which of the following can help maintain the environmental

conditions needed by the organisms to survive?
a. Avoid burning garbage and twigs.
b. Do not disturb the place where animals live.
c. Do not allow construction of high-rise buildings.
d. Cut tress to provide shelter among living organisms.
Kathleenlumidao2017

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1

Lesson 14: Bones and Muscles

A. Describe the functions of the bones and muscles

Muscles- it forms the fleshy parts of our body. They enable

Common Bone and Muscle Injures

Osteoporosis- a common disorder caused by the thinning and weakening of

First Aid Treatment for Bone Injuries

_______________________________1. It protects the internal organs and support

_______________________________2. It protect the spinal cord.

________________________10.Bone condition caused by a deficiency of vitamin D

________________________1. Muscle is where two bones meet.

Lesson 15: Stomach and Intestines

A. Explain the function of stomach and intestines in digestion

Saliva- a substance produced by the salivary

Common Ailments Related to Digestion

Healthy habits to Avoid Common Problems Related to Digestion

Digestion is the ABEGRIKN down of ODFO into AELLMRS

2. What are the two kinds of digestion?

Always eat late.

Eat plenty of food rich in fiber such as meat.

Exercise yearly and drink plenty of juice.

B. Tell whether the following are voluntary or involuntary muscles.

C. Enumeration: Write the parts of the digestive system in correct order.

Lesson 16: Kidneys

A. Describe the structure and function of the kidneys

The parts of a Kidney

Lesson 17: Heart and Lungs

The heart is a hollow muscular

The lungs is located near the heart

Common Lung Ailments

Treatment of Lung Ailments

5. If the patient has fever, give him/her a sponge bath. Change

Treatment of Heart Ailments

B. The lungs is located near the 1. ___________________ and is protected by

clean 5. ____________________________. 6. _________________________ is a

_______________________7. It is characterized by the blood’s inability

Lesson 18: Brain

Parts of the Brain

Lesson 19: Proper Care of Internal Organs

B. Identification: What ailment is described below? Write your answer

___________________________11. It is characterized by a sudden rise of

Lesson 20: Body Parts of Animals that Live

Adaptive Structure of Animals Living in Water

Hello, I’m a clown

Yo! I’m a lobster and I

Hi! I’m a dolphin. I’m a

Lesson 21: Body Parts of Animals that Live

Adaptive Structure of Land Animals

1. tiger: fur then sheep: w____________

Lesson 22: Body Parts of Animals for Food

Lesson 23: Body Parts of Animals for

Animals Change Secrete

Lesson 24: Animal Movements in a

PUPIL’S ACTIVITY Newt

Land Habitat Land and Water Habitat Water Habitat

Lesson 25: Animals Found in the Community

Lesson 26: Raising Animals in a Particular

Lesson 27: Terrestrial Plants

Lesson 28: Aquatic Plants

San Francisco Boat lily Water Hyacinth Algae

Lesson 29: Specialized Structures of

Plants Specialized Structures

Direction: What part of the plant is modified or specialized?

Lesson 30/31: Investigation on the

clean 5. ____. 6. _ is a

_________________8. The bean seed is a _ seed.

_______ _ _ ______